EXPRESS: Accreditation Beyond the Claim: AACSB, the Department of Education, and the Design of Quality Assurance

Blodgett et al. (2026) raise concerns about how AACSB accreditation statistics may shape prospective students’ perceptions of business-school quality and exclusivity. This paper extends their analysis from communication and market signaling to the institutional design and public-policy functions of accreditation. It examines accreditation’s multiple purposes, including quality assurance, institutional improvement, consumer information, professional regulation, and federal eligibility. The analysis considers these functions in the context of the U.S. Department of Education’s 2026 proposed recognition framework and AACSB’s 2026 Global Standards. Although both frameworks recognize student achievement and institutional mission, they differ in regulatory purpose and emphasis, particularly regarding outcome evidence, economic returns, and public accountability. The paper develops a differentiated model that assigns responsibilities among government, accreditors, educational institutions, and professional regulators according to their respective expertise and functions. It argues for greater transparency and accountability while preserving mission-sensitive academic judgment and recognizing that no single metric fully captures educational quality.